The ÇABAÇAM model is an exemplary model for community-based early childhood education based on the collaboration of teachers, teacher candidates, local governments, academics, families, and non-governmental organizations (Tunca et al., 2021).Since 2008, ÇABAÇAM has been providing educational services as a community-based early intervention model within Çanakkale Onsekiz Mart University. This initiative is the result of a collaboration and cooperation between the university, a non-governmental organization (ÇABA Association), and the local administration (Kepez Municipality). In 2015, the center initiated a collaboration with the Refugee and Asylum Seeker Association (ASAM) to incorporate refugee and asylum-seeking families from various countries into the early education model offered by ÇABAÇAM, particularly the children of Syrian refugee families under temporary protection within the nation.

ÇABAÇAM was cited as a community-based early intervention model in the ERG Education Reform Initiative 2021 Education Advisory Report: File on Learners and Access to Education, has directly provided educational opportunities to 250 preschool children and their families and trained and taught over 550 trainee teachers. Thus, the center has reached thousands of children in schools across Turkey through the many teachers who have taken up teaching positions in schools across Anatolia after graduation and later in their careers (Tunca vd., 2021).The primary objective of the ÇABAÇAM model is to provide complimentary early education within a framework of equal opportunities for children between the ages of 4 and 6 and their families from disadvantaged backgrounds by reaching out to vulnerable groups who would otherwise not have access to education.As an early intervention program, ÇABAÇAM supports both children and their families within this scope by engaging them in the educational process and by assisting families to provide an appropriate psychological and academic learning environment for their children at home. A secondary fundamental objective of ÇABAÇAM is to establish an interactive learning environment for teacher trainees currently enrolled in faculties of education, particularly preschool education students, as well as undergraduate and postgraduate students from alternative teaching programs. This environment is designed to facilitate the integration of theoretical knowledge with practical application, thereby offering educators opportunities to enhance their personal and professional teaching skills, which are recognized as the cornerstones of a productive learning environment.The ÇABAÇAM Model, which puts the child at the core of its framework and is executed across four distinct domains—family  and close environment, teacher candidates (instructor), and society—is founded on the principles of inclusiveness, a holistic approach, cultural sensitivity, psychological resilience, integrity between theory and practice, a research orientation, and a participatory approach. In addition to the early intervention program (ÇASEMP) implemented in the ÇABAÇAM Model to support the holistic development of children, the following programs have been spun off: model-specific Volunteer Teaching, Trainer and Family Education, Mentoring, Family Circles, Sharing Seminars, Family-Child Activities, and Kozalak Change Workshop. The purpose of this study is to examine the experiences of the families of children receiving education at this center. While focusing on the experiences, the parents' views on the education process will be questioned from a child-focused and adult-focused perspective. ÇABAÇAM also provides various parent trainings to families. Their personal experiences regarding these trainings will be investigated. The main purpose of the study is to present results by focusing on the experiences regarding the effect of this model on families.

In light of the projects supported and encouraged by the European Union, it is anticipated that this study will prove to be of significant value when shared and evaluated with our European colleagues as a model of ÇABAÇAM, where numerous ERASMUS projects are currently underway.

This study employs a qualitative research approach, focusing on the experiences of parents of children enrolled in ÇABAÇAM. The study utilizes a phenomology design, aiming to understand the experiences of these parents.Qualitative research, as defined by Creswell (2007), involves the analysis of individuals' experiences and the insights they provide. The present study is of an observational nature, and the data was collected through in-depth interviews. Informed consent was obtained from the study participants, and the researchers took care to ensure that the participants understood the ethical implications of the study. The interviews were audio-taped to ensure the accuracy of the data. In the Working Group, volunteer parents from ÇABAÇAM were selected for the interview. In the 2024-2025 academic year, 24 children are receiving education at ÇABAÇAM. The selection of parents is conducted on a voluntary basis. It is estimated that a minimum of 14 interviews will be conducted. For parents whose mother tongue is different, support will be provided by an Arabic-speaking teacher to ensure translation assistance and adherence to ethical guidelines. The semi-structured interview form was developed by the researcher. Following the collection of expert opinions and the conduction of pilot interviews, it is anticipated that the interviews will be finalized in April and May. It is anticipated that the education-training process will be largely completed by the time of the interviews, thereby ensuring that the opinions received will be more comprehensive. Thematic analysis will be employed to systematically examine the content of the interviews. The analysis will be conducted with the aid of two experts in the field, and the reliability of the coding by the researchers will be calculated. The research environment will be meticulously designed to ensure the well-being and comfort of all participants, while maintaining strict confidentiality throughout the interview process. The researcher has experience in qualitative work and voluntarily mentors prospective teachers at ÇABAÇAM.

A multitude of studies on the efficacy of this model have indicated that it fosters the intellectual, physical, linguistic, social, and emotional development of children, exerting a positive influence on their "learning-readiness" at the transition to primary school and the language development of children of refugees under temporary protection.It is expected that the results of this study will contribute to both the development of the model and inclusive education studies.

Creswell, J. (2007). Qualitative inquiry and research design: Choosing among five approaches. Sage. Tunca, E., Kesbiç, K. ve Gencer, E., G. (2021). Eğitim izleme raporu 2021: Öğrenciler ve eğitime erişim. Eğitim Reformu Girişimi. https://www.egitimreformugirisimi.org/egitim-izleme-raporu-2021-ogrenciler-ve-egitime-erisim/ http://cokamaclimerkez.comu.edu.tr